Grade Level: 11 Topic: Comparing the Russian and American Revolutions
Objectives:
Student will understand that the American Revolution and the Russian Revolution had similarities and differences.
Student will know the similarities and differences between the American and the Russian Revolutions.
Student will be able to compare and contrast the American Revolution to the Russian Revolution.
Maine Learning Results Alignment
Maine Learning Results Social Studies- E. History
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: The students will understand about the Russian Revolution and be able to compare to the American Revolution, an event in which the students will have a better chance of being related to their own life. They will use a variety of sources to make this comparison.
Assessment
Formative (Assessment for Learning)
Students will create a PowerPoint that will compare and contrast the two revolutions (American and Bolshevik) and be graded based on a checklist.
Summative (Assessment of Learning)
After the PowerPoint, the students will write an essay that compares and contrasts the American and Bolshevik Revolutions.
Integration
Technology- Students will use their laptops to take notes. The presentation to the class will be given through the teacher's laptop and be projected at the front of the class. The students will use PowerPoint to complete the main assignment for the lesson. Art- Students will create backgrounds that are visually pleasing in the PowerPoint presentation.
Groupings
Students will work alone during the note-taking and in twos and threes chosen at random for the PowerPoint presentation. Students will be asked to bring in a piece of paper outlining the notes they contributed to the PowerPoint.
Differentiated Instruction
Strategies
Linguistic: Presenting to the class.
Logical-mathematical: Analyzing the similarities and differences between the two revolutions.
Spatial: Showing the pictures of the American and Russian Revolutions.
Musical: Play background music while showing the pictures.
Bodily-Kinesthetic: The students will use their laptops and move to get in their groups.
Intrapersonal: Students will work on the Venn Diagram by themselves.
Interpersonal: The students will work in groups for the PowerPoint.
Naturalist: The pictures shown will have mainly outdoor themes.
Modifications/Accommodations
I will review students’ IEPs, 504s or ELLIDEPs and make the appropriate modifications and accommodations.
Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Extensions
The students will be engaged during the lesson because of the use of their laptops to take notes and because of their ability to use PowerPoint to show their mastery of the material.
Materials, Resources and Technology
Laptops
Writing Implements
Lined Paper Venn Diagram Checklist for PowerPoint Content Notes (teacher only)
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. This lesson will be based on using previous knowledge from the other lessons and their knowledge of American history to make comparisons and contrasts between the two.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale: Linguistic learners will learn by being presented to the class. Logical-mathematical learners will analyze the similarities and differences between the two revolutions. Spatial learners will learn by the teacher showing the pictures of the American and Russian Revolutions. Musical learners will hear background music while the pictures are being shown. Intrapersonal learners will be helped because they will be working on the PowerPoint alone. Naturalist learners will see mainly outdoor themes in the images shown in the hook.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale: Pre-assessment, presentation, and the PowerPoint will help the gauge the students' learning of the subject matter. Students will receive feedback on their products in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.
Teaching and Learning Sequence:
Students will be seated in a "U" in order to see the board and the images that will be displayed. I will ask the students to tell me what they know about the American Revolution to gauge their understanding of the American Revolution. After this, I will go into the lesson. Students will understand that the American Revolution and the Russian Revolution had similarities and differences. Students will see that the real life connection for this lesson is that what happened in the past shapes our future. Students will understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world. (15 minutes) Where, What, Why, Hook. Tailor: Linguistic, Spatial, Musical, Naturalist.
After the hook, I will talk about the similarities and differences between the American and the Russian Revolutions. I will check for understanding by having the students create a Venn Diagram comparing and contrasting the events in both revolutions. (40 minutes) Equip. Tailor: Spatial, Intrapersonal, Bodily-kinesthetic.
After the Venn Diagram and self-assessment, we will talk about our reasonings as a class and decide which reason or reasons are the best. The students will be able to explain that history includes the study of the past based on the examination of a variety of primary and secondary sources. (25 minutes) Explore, Experience, Rethink, Revise. Tailor: Linguistic, Interpersonal.
After work with the Venn Diagram, students will be put into groups of three at random and be instructed on the PowerPoint assignment. Students will have one class day to work on the projects. After the PowerPoint presentations are complete, there will be an essay given to the students comparing and contrasting the American and Bolshevik Revolutions. Once the PowerPoint is graded, I will provide feedback so they can improve upon them for the portfolio conference. Aside from the essay and the PowerPoint, there will be no homework. After making adjustments to their thinking after the first four lessons, the students will have new ideas on what events caused the most change in Russian history. Again, future lessons will either strengthen or weaken their beliefs as to what the key events leading up to the Bolshevik Revolution were. (80+ minutes) Evaluate. Tailor: Linguistic, Spatial, Intrapersonal.
UMF LESSON PLAN FORMAT
Teacher’s Name: Mr. Oliver Lesson # : Five
Grade Level: 11 Topic: Comparing the Russian and American Revolutions
Objectives:
Maine Learning Results Alignment
E1 Historical Knowledge, Concepts, Themes, and Patterns
Grade 9-Diploma "The Russian Revolution 1917"
Students understand major eras, major enduring themes, and historic influences in the United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.
a. Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.
Rationale: The students will understand about the Russian Revolution and be able to compare to the American Revolution, an event in which the students will have a better chance of being related to their own life. They will use a variety of sources to make this comparison.
Assessment
Students will create a PowerPoint that will compare and contrast the two revolutions (American and Bolshevik) and be graded based on a checklist.Integration
Art- Students will create backgrounds that are visually pleasing in the PowerPoint presentation.
Groupings
Differentiated Instruction
- Linguistic: Presenting to the class.
Logical-mathematical: Analyzing the similarities and differences between the two revolutions.- Spatial: Showing the pictures of the American and Russian Revolutions.
- Musical: Play background music while showing the pictures.
Bodily-Kinesthetic: The students will use their laptops and move to get in their groups.- Intrapersonal: Students will work on the Venn Diagram by themselves.
Interpersonal: The students will work in groups for the PowerPoint.Absent Students: Absent students will be required to speak to the teacher about what they missed in class. All assignments and lesson notes must be made up within one week of the absence (e.g. A student absent on a Monday has until the next Monday to make up the work) or the student will receive a zero for the assignment. If a zero is earned, the only way to make the grade up is to prove your learning at the end-of-unit portfolio conference.
Materials, Resources and Technology
Writing Implements
Lined Paper
Venn Diagram
Checklist for PowerPoint
Content Notes (teacher only)
Source for Lesson Plan and Research
Content Notes: http://www.spartacus.schoolnet.co.uk/Russia.htm
http://www.theamericanrevolution.org/
Maine Standards for Initial Teacher Certification and Rationale
Rationale: The teacher will use differentiated instruction to reach the students and help them learn in the way that suits them the best. The classroom will be organized and the material will be taught sequentially. The students will go in depth on the material being covered and be asked to analyze the information to come to a conclusion.
Rationale: MI theory and the basic understandings of the lessons will be used to ensure the students are learning the correct material. This lesson will be based on using previous knowledge from the other lessons and their knowledge of American history to make comparisons and contrasts between the two.
Rationale: Linguistic learners will learn by being presented to the class. Logical-mathematical learners will analyze the similarities and differences between the two revolutions. Spatial learners will learn by the teacher showing the pictures of the American and Russian Revolutions. Musical learners will hear background music while the pictures are being shown. Intrapersonal learners will be helped because they will be working on the PowerPoint alone. Naturalist learners will see mainly outdoor themes in the images shown in the hook.
Rationale: Pre-assessment, presentation, and the PowerPoint will help the gauge the students' learning of the subject matter. Students will receive feedback on their products in time for the 10-question quiz. Students will be able to show further mastery at the portfolio conference at the end of the unit.
Teaching and Learning Sequence: